Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs

Samantha Gross Toews, Jessica McQueston, Jennifer A. Kurth

Research output: Contribution to journalArticlepeer-review

Abstract

This systematic literature review updates and extends the findings of Hudson and Test’s 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists, and settings in which shared reading has been evaluated for students with ESN. The quality of each included study was analyzed and the assessment of level of research evidence was conducted using systematic processes. Results indicate that there is a moderate level of evidence for shared reading as an intervention to promote comprehension, vocabulary, and emergent literacy skills for students with ESN. Implications for practice and areas of need for future research are presented.

Original languageEnglish (US)
Pages (from-to)77-93
Number of pages17
JournalResearch and Practice for Persons with Severe Disabilities
Volume46
Issue number2
DOIs
StatePublished - Jun 2021
Externally publishedYes

Keywords

  • literacy
  • shared reading
  • significant disability

ASJC Scopus subject areas

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

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